Pedagogical Classics

Pre-requisites: -

Course objectives: To train the student for critical interpretation of pedagogical theory and practice in the past, to form the synthetic insight into the relations of pedagogical heritage and modern educational theory and to train for individual research work in the field of the history of pedagogy.

Course description: The research problems in the field of history of pedagogy. Methodological approaches in the field of history of pedagogical ideas. Concepts of moral, intellectual, aesthetic and physical education of J. A. Komensky, J. Locke, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart, G. Kerschensteiner, J. Dewey. Theories of teaching and learning in historical context – principles, methods, contents, teaching aids, positions and roles of students and teachers. Critical analysis of modern literature in the field of history of pedagogy. Analysis and interpretation of approaches in researching the ideas of pedagogical classics (Comeniology, research of Herbatism, reform pedagogy etc). Pedagogical historiography – research project design in the field of history of pedagogical ideas.

Learning Outcomes: Critically relates pedagogical heritage and modern pedagogical theory. Understands the development of pedagogy and institutionalization problems of education in the past. Individually realizes research in the field of the history of pedagogy.

Pedagogical Classics

Pre-requisites: -

Course objectives: To train the student for critical interpretation of pedagogical theory and practice in the past, to form the synthetic insight into the relations of pedagogical heritage and modern educational theory and to train for individual research work in the field of the history of pedagogy.

Course description: The research problems in the field of history of pedagogy. Methodological approaches in the field of history of pedagogical ideas. Concepts of moral, intellectual, aesthetic and physical education of J. A. Komensky, J. Locke, J. J. Rousseau, J. H. Pestalozzi, J. F. Herbart, G. Kerschensteiner, J. Dewey. Theories of teaching and learning in historical context – principles, methods, contents, teaching aids, positions and roles of students and teachers. Critical analysis of modern literature in the field of history of pedagogy. Analysis and interpretation of approaches in researching the ideas of pedagogical classics (Comeniology, research of Herbatism, reform pedagogy etc). Pedagogical historiography – research project design in the field of history of pedagogical ideas.

Learning Outcomes: Critically relates pedagogical heritage and modern pedagogical theory. Understands the development of pedagogy and institutionalization problems of education in the past. Individually realizes research in the field of the history of pedagogy.

Literature/Reading:

• − Djui, Dž. (1970): Vaspitanje i demokratija, Beograd.
• − Bodroški Spariosu, B. (2009): „Herbartova koncepcija vaspitanja: značaj i aktuelnost osnovnih postavki“, Pedagogija (Beograd), god. 64, br. 1, str. 5-22.
• − Vujisić Živković, N. (2008): Problemi istraživanja ličnosti u istoriji pedagogije, Pedagogija, god. 63, br. 3, str. 510-518.
• − Goodman, J. & Jane, M (2004): History of education – definiing a fild, History of Education, Vol. 33, No. 1, p. 1-10.
• − Keršenštajner, G. (1939): Teorija obrazovanja, Geca Kon, Beograd.
• − Jan Amos Komenski 1670–1970, Pedagogija (Beograd), 1970.
• − Radulaški, Lj. (2008): „Teorija vaspitanja Johana Fridriha Herbarta“, Sabrane pedagoške studije, PBF, Beograd, str. 349–423.
• − Spevak, Z. (2003): Jan Amos Komenski – pedagog i utopista, Kultura – Bački Petrovac, FORS – Novi Sad.
• − Hufnagel, E. (2002): Filozofija pedagogike, Demetra, Zagreb, str. 100-117, 27-91.